Good morning, experts and leaders! What I'm going to talk about today is the third steady state and environment required by senior high school biology published by People's Education Press. Chapter 2, Section 4-Immunoregulation.
I. teaching material analysis
1, location and function
Immunoregulation, neuroregulation and humoral regulation are isomorphic and necessary factors to maintain the stability of human internal environment, so we can see the importance of immunomodulation in this chapter. It is a section arranged on the basis of understanding the steady state of the internal environment after students have learned neuroregulation and humoral regulation. Through learning, students can understand the mechanism of human body's resistance to pathogens and lay the foundation for further learning the mechanism of human body's treatment of diseases.
2. Teaching objectives
Based on the above analysis, combined with the new concept of new curriculum standards, I have determined the following teaching objectives:
(1) Knowledge Objective: Understand the composition of the immune system;
Master the defense function of the immune system.
(2) Ability goal: to cultivate students' ability of analysis, synthesis, expression and communication by collecting data.
Through publicity activities, students' cooperative ability and social practice ability are cultivated.
(3) Emotional goal: By paying attention to the epidemic and prevention of AIDS, cultivate students to care for AIDS patients, so as to guide students to shift their horizons from the basic knowledge, pay more attention to the common problems related to biology in society, gradually develop feelings and attitudes of loving science, respecting science and rationally utilizing scientific achievements, and form a sense of caring for society.
3. Teaching emphases and difficulties
(1) This section focuses on the defense function of the immune system. Only by mastering this part of knowledge can students deeply understand how the human body maintains the steady state of the internal environment and how the human body resists pathogens, so it is determined to be the focus of this section.
(2) The difficult content of this course is the process of body fluid and cell regulation. Because senior high school students are unfamiliar with the immune mechanism, this part of knowledge is abstract, and it is difficult to understand the process of humoral immunity and cellular immunity, so it is established as the teaching difficulty of this course.
4, class arrangement 2 class hours
Second, teaching methods.
1, teaching methods
Combined with the characteristics of teaching materials and students' reality, this course mainly adopts teaching methods such as teaching, interaction and discussion, follows the cognitive law from perceptual knowledge to rational knowledge, and uses self-made multimedia courseware to assist teaching. Inspire and guide students' ability to find, analyze and solve problems through the form of question strings.
Step 2 study law
This lesson mainly adopts "autonomy, inquiry and cooperation" as the three basic dimensions of classroom students' learning. Through discussion, analysis and synthesis of problems, students can have fun in the process of inquiry, build up their self-confidence, fully mobilize their initiative and reflect their dominant position.
Learning method guidance: learning plan guides learning, and guides exploration, analysis and comparison.
Three. Analysis of academic situation
Students learn the basic knowledge of immunology in junior high school, know the three lines of defense of human body, and have a preliminary understanding of the function of immunity. However, there is a lack of understanding of the process of specific immunity, diseases caused by immune disorders and immunological applications.
The knowledge of immunology is closely related to life and everyone's health. Students have a strong interest in this section. The teacher just seized this opportunity to stimulate students' desire for immunization knowledge.
Senior high school students have a certain understanding of scientific inquiry, and have a certain ability of data collection and analysis, experimental design and induction.
Fourth, talk about the teaching process
(A), create a situation to guide the new curriculum
Guide students to think "Can the nervous system feel the presence of pathogens?" "Can the human body react to bacteria or viruses by reflection?" "Can the human body directly kill pathogens through hormones?" "When pathogens invade the body, will it affect the environment in the body?" From the students' answers, it can be concluded that neither neuroregulation nor humoral regulation can directly eliminate pathogens, so what is the method to eliminate pathogens? This leads to the topic of "immunomodulation". This not only creates a relaxed and happy teaching situation, attracts students' attention, but also arouses students' thirst for knowledge.
(B) to guide the inquiry and experience the fun
Neuroregulation is achieved through reflex arc, so what is immune regulation based on? This leads to the learning of immune system composition. Function is determined by structure, thus entering the exploration of immune system function. For example: "Our bodies are surrounded by pathogens all the time. The food we eat contains pathogens, the air we breathe in contains pathogens, and the surrounding air also contains a lot of pathogens. Under normal circumstances, we are not sick. " Doubt "Why don't we get sick?" Because we have three lines of defense. It can prevent the invasion of pathogens. After explaining the first line of defense and the second line of defense, I will introduce nonspecific immunity and summarize the characteristics of nonspecific immunity. Then I will explain the third line of defense. Here I take "Bubble Boy" as an example, so that students can vividly understand the role of the third line of defense, that is, specific immunity, and try to summarize the characteristics of specific immunity, thus guiding students to summarize the functions of the immune system. It is easy for students to summarize the defense function of the immune system, but the immune system has the functions of monitoring and clearing besides the defense function. Here, a teacher added and explained that it can monitor and remove aging and diseased cells in the body. It embodies the cooperation and communication among students, teachers and students, makes students experience the happiness of learning, and highlights the key points.
If the human body is compared to a castle, then non-specific immunity is a thick wall, and specific immunity is a policeman patrolling the city. Q: "So how does specific immunity work?" On the basis of autonomous learning, I will show the process of humoral immunity and cellular immunity with the help of multimedia, and then teachers and students will sum up the process of humoral immunity and cellular immunity together. This not only consolidates the knowledge learned, deepens students' understanding of new knowledge, but also breaks through the difficulties.
(C), migration and expansion, ideological sublimation
After learning the function of the immune system, the question "Is the stronger the defense function of the immune system, the better?" And guide students to recall the adjustment of blood sugar balance, students can easily answer "no", so when the immune system is extremely sensitive, they will attack themselves as foreign bodies, causing autoimmune diseases. Examples of pollen allergy and seafood allergy. The "allergic reaction" is introduced from life, so that students can realize the two sides of things and form a dialectical way of thinking.
(4) Exchange activities and experience science.
Discuss the following three questions through data analysis:
1. Do you know the transmission route of AIDS?
2. How to prevent AIDS?
3. How should we treat AIDS patients? What can we do for AIDS?
So as to enter the education of emotional attitude. In addition, I also designed an open assignment "Design an advertisement that the whole society pays attention to AIDS" (in any form, cartoons, blackboard writing, proposals, etc. ), let the students put their love into practical action.
On this basis, this paper introduces the application of immunology from three aspects: immune prevention, immunotherapy and organ transplantation, so that students can fully experience the close connection between knowledge and social life and feel that science is not so far away, but lovely and useful. Through communication, let students realize the charm and importance of cooperation, and further cultivate their sense and ability of cooperation.
Finally, I designed a data collection for students to choose a topic of interest and collect relevant information on the Internet by computer.
Theme:
Do you know World AIDS Day? What is the theme of the calendar year? What is the significance of launching the World AIDS Campaign?
2. What are the problems and solutions of organ transplantation?
3. What is the significance of establishing bone marrow bank or hematopoietic stem cell donor database?
Fifth, the summary and improvement of feedback exercises.
Students complete the exercises on the study plan, give feedback on the mastery of knowledge in time, and the teacher checks for missing parts.
Teachers and students * * * summarize the knowledge of immune regulation learned in these two courses and build a knowledge network.
Sixth, blackboard design
First, the composition of the immune system:
Second, the function of the immune system.
1. Internal immune system: monitoring and clearing functions
2. External immune system: defense function
Third, diseases caused by immune dysfunction.
1. Allergy
2. Autoimmune diseases
Fourth, the application of immunology:
1. Immunoprophylaxis
2. Immunotherapy-Organ Transplantation
Six, teaching reflection:
In the whole teaching, we should pay attention to the integration of situational teaching, stimulate students' learning enthusiasm and strive to create a harmonious, democratic and passionate classroom atmosphere. Teachers are no longer just organizers, guides and collaborators of students' learning, and students are no longer just blindly listening and accepting, but actively exploring, discovering, experiencing and feeling, improving emotional attitudes and values while acquiring knowledge, and supporting the whole teaching process with modern multimedia means.
The above is the content of my lecture, thank you! !